Overview
Students undertaking this unit will study prominent musicians, composers and repertoire, including the sociological and political events that influenced musical trends in popular music from the late 19th century to early 21st century. Particular attention is given to the study and analysis of primary source materials in the form of musical analysis of the musical forms relevant to the style.
Details
Pre-requisites or Co-requisites
There are no requisites for this unit.
Important note: Students enrolled in a subsequent unit who failed their pre-requisite unit, should drop the subsequent unit before the census date or within 10 working days of Fail grade notification. Students who do not drop the unit in this timeframe cannot later drop the unit without academic and financial liability. See details in the Assessment Policy and Procedure (Higher Education Coursework).
Offerings For Term 1 - 2018
Attendance Requirements
All on-campus students are expected to attend scheduled classes – in some units, these classes are identified as a mandatory (pass/fail) component and attendance is compulsory. International students, on a student visa, must maintain a full time study load and meet both attendance and academic progress requirements in each study period (satisfactory attendance for International students is defined as maintaining at least an 80% attendance record).
Recommended Student Time Commitment
Each 6-credit Undergraduate unit at CQUniversity requires an overall time commitment of an average of 12.5 hours of study per week, making a total of 150 hours for the unit.
Class Timetable
Assessment Overview
Assessment Grading
This is a graded unit: your overall grade will be calculated from the marks or grades for each assessment task, based on the relative weightings shown in the table above. You must obtain an overall mark for the unit of at least 50%, or an overall grade of ‘pass’ in order to pass the unit. If any ‘pass/fail’ tasks are shown in the table above they must also be completed successfully (‘pass’ grade). You must also meet any minimum mark requirements specified for a particular assessment task, as detailed in the ‘assessment task’ section (note that in some instances, the minimum mark for a task may be greater than 50%). Consult the University’s Grades and Results Policy for more details of interim results and final grades.
All University policies are available on the CQUniversity Policy site.
You may wish to view these policies:
- Grades and Results Policy
- Assessment Policy and Procedure (Higher Education Coursework)
- Review of Grade Procedure
- Student Academic Integrity Policy and Procedure
- Monitoring Academic Progress (MAP) Policy and Procedure – Domestic Students
- Monitoring Academic Progress (MAP) Policy and Procedure – International Students
- Student Refund and Credit Balance Policy and Procedure
- Student Feedback – Compliments and Complaints Policy and Procedure
- Information and Communications Technology Acceptable Use Policy and Procedure
This list is not an exhaustive list of all University policies. The full list of University policies are available on the CQUniversity Policy site.
Feedback, Recommendations and Responses
Every unit is reviewed for enhancement each year. At the most recent review, the following staff and student feedback items were identified and recommendations were made.
Feedback from Student evaluations
Specific feedback on written assignments
The unit coordinator to ensure that students are provided with clear and specific feedback on each assessment item.
- Identify the stylistic features, social and historical background of the historical period studied
- Identify the prominent players and composers associated with period studied
- Demonstrate an aural awareness of the principal characteristics of music studied
- Demonstrate an understanding of musical and historical concepts through coherent presentation of information in research assignments, analysis and examinations
- Analyse the musical works studied through identification of form, style and the primary compositional elements
On successful completion of this unit, students should be able to:
1. Identify the stylistic features, social and historical background of the historical period
studied.
2. Identify the prominent players and composers associated with period studied.
3. Demonstrate an aural awareness of the principal characteristics of music studied.
4. Demonstrate an understanding of musical and historical concepts through coherent
presentation of information in research assignments, analysis and examinations.
5. Analyse the musical works studied through identification of form, style and the
primary compositional elements.
Alignment of Assessment Tasks to Learning Outcomes
| Assessment Tasks | Learning Outcomes | ||||
|---|---|---|---|---|---|
| 1 | 2 | 3 | 4 | 5 | |
| 1 - Written Assessment - 30% | |||||
| 2 - Written Assessment - 30% | |||||
| 3 - Written Assessment - 40% | |||||
Alignment of Graduate Attributes to Learning Outcomes
| Graduate Attributes | Learning Outcomes | ||||
|---|---|---|---|---|---|
| 1 | 2 | 3 | 4 | 5 | |
| 1 - Communication | |||||
| 2 - Problem Solving | |||||
| 3 - Critical Thinking | |||||
| 4 - Information Literacy | |||||
| 5 - Team Work | |||||
| 6 - Information Technology Competence | |||||
| 7 - Cross Cultural Competence | |||||
| 8 - Ethical practice | |||||
| 9 - Social Innovation | |||||
| 10 - Aboriginal and Torres Strait Islander Cultures | |||||
Alignment of Assessment Tasks to Graduate Attributes
| Assessment Tasks | Graduate Attributes | |||||||||
|---|---|---|---|---|---|---|---|---|---|---|
| 1 | 2 | 3 | 4 | 5 | 6 | 7 | 8 | 9 | 10 | |
| 1 - Written Assessment - 30% | ||||||||||
| 2 - Written Assessment - 30% | ||||||||||
| 3 - Written Assessment - 40% | ||||||||||
Textbooks
There are no required textbooks.
IT Resources
- CQUniversity Student Email
- Internet
- Unit Website (Moodle)
All submissions for this unit must use the referencing style: American Psychological Association 6th Edition (APA 6th edition)
For further information, see the Assessment Tasks.
s.rozekrans@cqu.edu.au
Module/Topic
Topic 1: Early jazz to the end of the 1920s
Chapter
Events and Submissions/Topic
Module/Topic
Topic 1: Early jazz to the end of the 1920s
Topic 2: Theatre music to the end of the 1920s
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Events and Submissions/Topic
Module/Topic
Topic 2: Theatre music to the end of the 1920s
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Events and Submissions/Topic
Module/Topic
Topic 3: The 1930s
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Events and Submissions/Topic
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Topic 4: The 1940s
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Events and Submissions/Topic
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Events and Submissions/Topic
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Topic 5: The 1950s
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Topic 6: The 1960s
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Events and Submissions/Topic
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Topic 6: The 1960s
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Events and Submissions/Topic
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Topic 7: The 1970s
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Events and Submissions/Topic
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Topic 7: The 1970s
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Events and Submissions/Topic
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Topic 8: The 1980s
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Events and Submissions/Topic
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Topic 9: The 1990s to the present day
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1 Written Assessment
Length: 1200 - 1500 words
Task:
After selecting one of the essay topics (see Assessment item 2), prepare an annotated bibliography on the topic comprising of 12 different sources. These 12 sources will consist of:
- Four books (these can be hard copy, online books or e-books)
-
Two articles from Oxford Music Online (this database can be accessed through the CQUniversity library)
- Two articles from Rock's Back Pages (this database can be accessed through the CQUniversity library)
- Four academic journal articles (these can be accessed through the CQUniversity library)
Further information on how to compile an Annotated Bibliography, as well as an exemplar of an annotation can be found on the Moodle website for this unit.
Presentation:
- Submit your assignment online as a Word document
- Use 12 Point Times New Roman Font
- 1.5 spacing throughout
- Arrange annotations in groupings
- 4 books
- 2 articles from Oxford Music Online
- 2 articles from Rock's Back Pages
- 4 academic journal articles
- Include your name and student number in the header of the document
- Include page numbers in the footer of the document
Week 6 Monday (16 Apr 2018) 11:45 pm AEST
Week 8 Friday (4 May 2018)
- Correct number and type of annotations (10%)
- Correct presentation of each reference in APA style, 6th edition (20%)
- Appropriate length of each annotation (10%)
- Appropriate depth for each annotation (60%)
- Identify the stylistic features, social and historical background of the historical period studied
- Identify the prominent players and composers associated with period studied
- Demonstrate an aural awareness of the principal characteristics of music studied
- Demonstrate an understanding of musical and historical concepts through coherent presentation of information in research assignments, analysis and examinations
- Analyse the musical works studied through identification of form, style and the primary compositional elements
- Communication
2 Written Assessment
Length: 2000 - 2500 words
Task:
Choose one of the essay topics below and complete an essay using the guidelines shown below.
- Investigate the origins of The Great American Songbook and its influence on popular music throughout the 20th century up to the present day. As part of your discussion include an analysis five songs by different composers/lyricists, looking at their musical structure, the style and content of the lyrics as well as their performance/recording history up to the present day. For each song that you discuss, find an appropriate performance of this song on YouTube and include the URL for these songs in the body of your assignment and also include in the Reference List.
- Investigate the origins of the Hollywood movie musical from the early 1930s and its influence on 21st century block-buster movie musicals. Discuss important directors, composers, lyricists and cinematic styles that have shaped the landmark movie musicals from the 1930s to the present day, using at least five different movie musicals from across these decades as particular examples. Focus on the way music has been used in the story-telling of the film, and the influence of these songs on popular music in general. Do not include animated musicals in your discussion. For each song that you discuss, find an appropriate performance of this song on YouTube and include the URL for these songs in the body of your assignment and also include in the Reference List.
- Investigate the origins and development of soul music from the 1950s through to the present day. Discuss important artists, the related recording studios and the early distribution of this style of music through radio and television. Also discuss the role of soul music in the Civil Rights movement in America. Include an analysis of five songs by different artists and comment on the musical style, content of the lyrics, the performance history/recording history, as well as the contribution of the composers, lyricists and producers of these songs. For each song that you discuss, find an appropriate performance of this song on YouTube and include the URL for these songs in the body of your assignment and also include in the Reference List.
- Investigate the influence of the blues on the development of rock and roll in the late 20th century by providing an overview of blues-based music and influential artists/bands from the 1950s to the end of the 20th century. Choose one blues-based song from each decade: the 1950s, 1960s, 1970s, 1980s and 1990s and discuss how each artist/band has interpreted the blues form in this song, how they have made use of various instruments and voices, the way improvisation is incorporated and how it is similar or different to the traditional blues forms of the early 20th century. For each song that you discuss, find an appropriate performance of this song on YouTube and include the URL for these songs in the body of your assignment and also include in the Reference List.
- Investigate the development the concept album and progressive rock styles from the late 1960s through the 1970s and 1980s. What were the driving forces behind these artistic and technological innovations? With reference to at least five different concept albums by different artists/bands, consider how they merged various genres into these albums and broke new ground both artistically and technologically in the recording studio. Include specific references and analysis of selected songs from these albums, as well as discussion of the artwork that accompanied these concept albums.
Assignment presentation:
- Use 12 point Times New Roman font for the body of the essay.
- 1.5 spacing throughout
- You may use sub-headings if you wish to organise your assignment. These may be in a different colour or different size font.
- Include in-text references (citations) throughout the assignment.
- Include a Reference List at the end of the assignment in APA style, 6th edition.
- You should have a minimum of 15 references for this assignment
- Do NOT cite from Wikipedia or other websites that do not have an acknowledged author.
- Include in your reference list all music scores used, CD and DVD recordings, Youtube sources, as well as books, academic journal articles, and articles from Oxford Music Online and Rocks Back Pages.
Week 11 Monday (21 May 2018) 11:45 pm AEST
Exam Week Friday (15 June 2018)
- Clear introduction and conclusion (10%)
- Accuracy of information and depth of treatment of the topic (25%)
- Detailed discussion on the music and lyrics of the music examples provided (25%)
- Ability to write clearly and logically (15%)
- Correct spelling, grammar, punctuation and clear lay-out (10%)
- Correct use of APA style for the in-text referencing and reference list (15%)
- Identify the stylistic features, social and historical background of the historical period studied
- Identify the prominent players and composers associated with period studied
- Demonstrate an aural awareness of the principal characteristics of music studied
- Demonstrate an understanding of musical and historical concepts through coherent presentation of information in research assignments, analysis and examinations
- Analyse the musical works studied through identification of form, style and the primary compositional elements
- Communication
- Problem Solving
- Critical Thinking
- Information Literacy
- Information Technology Competence
- Cross Cultural Competence
- Ethical practice
3 Written Assessment
Complete an in-class written test with short-answer responses. This will be based on the learning materials presented in each of the topics in this unit.
Exam Week Friday (15 June 2018) 11:45 pm AEST
Exam Week Friday (15 June 2018)
- Accuracy of information for each response
- Depth of treatment of each response
- Identify the stylistic features, social and historical background of the historical period studied
- Demonstrate an aural awareness of the principal characteristics of music studied
- Demonstrate an understanding of musical and historical concepts through coherent presentation of information in research assignments, analysis and examinations
- Analyse the musical works studied through identification of form, style and the primary compositional elements
- Communication
- Problem Solving
- Critical Thinking
- Information Literacy
As a CQUniversity student you are expected to act honestly in all aspects of your academic work.
Any assessable work undertaken or submitted for review or assessment must be your own work. Assessable work is any type of work you do to meet the assessment requirements in the unit, including draft work submitted for review and feedback and final work to be assessed.
When you use the ideas, words or data of others in your assessment, you must thoroughly and clearly acknowledge the source of this information by using the correct referencing style for your unit. Using others’ work without proper acknowledgement may be considered a form of intellectual dishonesty.
Participating honestly, respectfully, responsibly, and fairly in your university study ensures the CQUniversity qualification you earn will be valued as a true indication of your individual academic achievement and will continue to receive the respect and recognition it deserves.
As a student, you are responsible for reading and following CQUniversity’s policies, including the Student Academic Integrity Policy and Procedure. This policy sets out CQUniversity’s expectations of you to act with integrity, examples of academic integrity breaches to avoid, the processes used to address alleged breaches of academic integrity, and potential penalties.
What is a breach of academic integrity?
A breach of academic integrity includes but is not limited to plagiarism, self-plagiarism, collusion, cheating, contract cheating, and academic misconduct. The Student Academic Integrity Policy and Procedure defines what these terms mean and gives examples.
Why is academic integrity important?
A breach of academic integrity may result in one or more penalties, including suspension or even expulsion from the University. It can also have negative implications for student visas and future enrolment at CQUniversity or elsewhere. Students who engage in contract cheating also risk being blackmailed by contract cheating services.
Where can I get assistance?
For academic advice and guidance, the Academic Learning Centre (ALC) can support you in becoming confident in completing assessments with integrity and of high standard.
What can you do to act with integrity?
